Being a learner...

By way of the Bamboo Project blog, I came across Stephen Downes post from some time ago. This is not new and really does not need to be discussed at length, but is timely as I was discussing yet AGAIN in school about how our current professional development is lacking and that taking responsibility for my own learning has made all the difference. His excerpt here:

I can talk about webs and networks and personal learnings and PLEs but there's a disconnect unless people see themselves as learners rather than teachers. Unless they are seeking to empower themselves and build their own lives, rather than seeing themselves as helpless before the whims of those with power and control.

That applies to administration, teachers, and students... okay, actually to everyone... wouldn't everything just be much better then?

Tags: Stephen Downes, Michele Martin, PLE

Learning is a series of mistakes

This quote from Randy Nelson of Pixar University is one of many that resonates with me:

"...the core skill of an innovator is error recovery not failure avoidance."

I still struggle with the rightness of it all. If failure avoidance means not stretching the boundaries, I would rather recover from failure instead. It is a feeling all learners should get to know.

There are many other great things he says. His talk featured on Edutopia can be found here.

Tags: Randy Nelson, Pixar, Edutopia

Modeling Inquiry - Inquiry reflection

Please bear with this. I am using these stem starters to look at ways to change the physical and even the time spent in my classroom to better foster collaboration and sharing (if it could be like Google that would be great, but what else can we do?) I encourage any comments or ideas from others!

The following stems are being used in the CFF class on inquiry. They will be used to help students learn how to journal.

• What seems important here...is that students and scores are looked at as if they are products instead of the individuals they are. How do we focus on individualized learning given the current structure of schools?
  

• What I would like to know more about is...what simple changes to the structure of the class period or of the physical classroom that would benefit learning? What does the data show and how can it ne used in my classroom?
  

• I wonder...if you make simple changes to the physical environment, can it translate into a change in student learning.
  

• The important ideas/conclusions about classrooms...is that they are institutions where the content and dissociated learning are more important than the thoughts, values, and concerns of the students.
  

• In my opinion...changing the physical environment can go a long way to creating an environment of collaboration and sharing.
  

• This relates or is connected to...the idea that analysis of the environment, research into best practices elsewhere, and connections to what may work locally is a conversation that stakeholders (teachers) need to have and are important.
  

• What surprises/fascinates me is...how 21st century skills are necessary but it is difficult to have others buy into it when a majority of adults (and particularly education) does not use collaboration to learn themselves and model for others?
  

• What if...there were such a thing as ethic of care that transcended people and the Earth? What would that look like? How do others embed this into their environment that creates and fosters ownership to others in the organization? What do these organizations have in common and how can we use that for our own organization and our students?
  

• I feel...as if students understand the imperative for change but feel powerless to find a solution. Students need to find what it is that concerns them and learn to not only find their voice but find a way to create change.
  

• My tentative conclusions are...that everyone has the capability to make change to benefit our organization and each other. What resources and ideas do students/teachers/administrators have and what would they like to see changed?
  

• What I am learning about the subject, inquiry, and my own thinking processes...that I am always thinking, learning more about subject matter, and how I can create discussions with others in order to understand and hear other viewpoints about the issues. Almost every subject is something that I want to learn more about and learn how to apply to the world around me (or other subjects that I think they apply to).
  

I found it difficult to journal as I was not sure what the subject matter for this assignment would be. I originally chose an energy crisis but since being back from a visit to Google, was struck by how the physical environment changed how we worked in the physical space. Instead I started looking at my thoughts about space and fostering collaboration and sharing. This is actually something I have been thinking of for some time.

I found that many of my questions were low on Bloom's taxonomy and I had to spend time adding higher level thoughts and questions. Focusing on analysis and evaluation (even creation) is essential for better questioning. I chose a blog as a format for journaling as feedback is key from other sources.

MYST

As part of the CFF class, we need to answer questions about the environment for inquiry.

In my classroom, I make my own thinking visible by wondering about something being discussed. I also talk aloud as I stumble over a problem. I ask myself a question. Then, I discuss what I know, possible solutions, other information I need, etc. in order to solve the problem.

I make my student's thinking visible by discussing an introduction to a topic or just listing the topic. Students formulate questions or statements in a group and then share them in a class brainstorming session which is then written on a whiteboard. Students add to the list with what they do not understand, need to know, or other questions that may come to mind. This can lead to restatement of questions and a refinement to deeper questioning. In a group, they may have to develop questions or thoughts together to solve a problem. Students can also be part of a think-pair-share activity where they work on a particular problem by themselves, share with another member, and then develop a conclusion about the answers or a solution that benefits both. They then share their work to the class. Blogging can also be a way to gauge what a student is thinking.

My students thinking can be seen on the wiki (large class brainstorming using a whiteboard). Sometimes their questioning is found on their wiki page. It would be great if we had a whiteboad wall where students can sketch and write their questions and ponderings. Other students would be able to add to it as well. using large paper clipped to bulletin strips may be a solution. As a physical design, the layout of the classroom does not lend itself to thinking differently. Desks are still in a row which given the illusion of lecture and order. It would be easy to put into different groupings except that the desks are very small as well as the room and limits some arrangements. Currently there are o other options to the desk. The lab area is a slight improvement.

Homework and classwork is beginning to be infused with thinking. Students need more opportunities with this and this is a goal for this year.

Google sites

Lisa Thumann on Google sites

Google sites is Google's "version" of a wiki

Uses for google sites:

Use a google site for teaching teachers about google apps

Use for your portfolio on the web (story of your professional development and experience). Here is an example of mine that I have started.

Embedding google apps is easy in sites. Non-google apps can still be done. Embedding voicethread onto a google site:  Add to igoogle - send to igoogle from voicethread. Click about this gadget...  You are copying the URL of the voicethread to put in the site.

*Can also use widgetbox to send in.

Google Teacher Academy - the start...

Wow! I can't believe I am here. This is just so surreal.

Mark Wagner, from CUE, had the best quote:

This is like driving a race car. Don't look at where you are, but where you want to go! (great way to look at the technology ride!)

He asked a question:

How is your teaching like driving a car so that you can come out of the turn three turns from now?

Tags: GTA, google

Google mission: Organize the world's information and make it accessible. DNA of GTA: Search, learn, and share.

10 things Google has found to be true (in parentheses is edited for schools/student/teacher):

• Focus on the user and all else will follow (student)
  
• It's best to do one thing really, really well (teach a few things)
  
• Fast is better than slow
  
• Democracy on the web works (in the classroom)
  
• You don't need to be at your desk to need an answer (at school)
  
• You can make money without doing evil (teach)
  
• There's always more information out there
  
• The need for information crosses all borders
  
• You can be serious without a suit
• Great just isn't good enough

Google culture and how it relates to school. 20% time is the 20% time that they spend on things that are not related to their main job. 80% of the time you work on what your boss tells you. The other 20% time is what we are working on that we care about (GTA is one 20% project.) 80% of the time in schools can be standards and 20% time on what matters to the students.

GTA goal: Improve teaching and learning by leveraging innovative tools.

What is my action plan? Using podcasting could reach other teachers in the district with time conflicts, peer to peer coaching... just thinking here...

What are some of the ways you would like to learn about new innovations in your district?

Projects (or I must be out of my mind...)

What a wild two weeks. Every class worked on projects (big projects!)

I have been evaluating work that my Science for Living has been doing. Let's face it, for the most part, these are the most unmotivated and challenging students in the school. Many have checked out years ago. How do I handle the class?

• We go pretty slow.
• I do not force them into groups. They choose who they work with. They do not get along with everyone. (I know they need to have this skill but it does not work with these students.)
• We spend a few minutes every class just talking about "anything." I work on connecting to them, telling stories, and listening to theirs (hopefully without being too much of a teacher.

Still, products overall were good but some students have some serious problems working. Many students surprised me at their level of work and many others are coming around. Too many of the students have learning disabilities and up to this year, worked with team teachers. They should have it this year too.

Last week, we used a computer based model to investigate global warming. Students were to form questions and develop an experiment they can run through the model, collect and analyze data, and draw a conclusion. Many students do not know how to think let alone question. I need to get them to think. We will work on this. Instead of Inquiry, we are using guided inquiry (very guided inquiry.)

Biology is dissecting owl pellets as outlined here. We are using owl pellets from different regions of the US. Each group has ecosystem related information to find as well as justifying their findings to that of the region, analyzing the health of the ecosystem, etc. They will publish findings to a wiki page, add and compare their findings to that of an owl pellet database, and learn about differences of owls around the US. We will discuss classification of organisms as well as look at the similarities and differences among the predators and prey. We are eventually looking at classification, biodiversity, and issues in larger systems (biomes.)

Academic Biology is in the midst of animal classification research found on the Animal Planet wiki. They are finishing iMovies on their classification phyla or class. We discussed digital etiquette and designing for an audience. Tomorrow they will learn how to use google maps to placemark representative animals of their group with abstract and picture, share the map with members from another teachers class who will add theirs, and publish as a google earth layer. I think this will be a lot of fun. There are 6 classes working on this. The critters they will be creating using Scratch is something I am looking forward to as well!

Leaving for Google Teacher Academy tomorrow is exciting (been looking so forward to this) though it makes me anxious with classes in the thick of working on projects. I may have said I am out of my mind, but I really quite enjoy the challenge.

Have you had experience working with challenging students or getting students to think and work in different ways? I encourage you to share any thoughts or experiences.

Keyboard shortcuts

We have learned shortcuts here and there, but this great resource by Karen Jankowski is handy:
Shortcut Keys - Double

Get your own at Scribd or explore others: Technology Tutorial software shortcut

Click on the link here where you can download the document and pass out to your students!

Is this legal?

A question we have asked when using digital media.

For many of us, we have used copyrighted materials as well as denied students the use as well. It seems that the new guidelines of what is considered fair use to educators and students in regards to copyrighted materials will end confusion.

The new code can be found here. This will be announced formally today (Nov. 11, 2008). This wiki contains the live announcement I watched the morning of the 11th as well as specifics for educators. Another resource: http://www.mediaeducationlab.com/index.php?page=265

I have yet to have been asked to remove materials I or my students have used for projects, but it has always been a concern. With this new code, we now have something we can follow.

According to the Blue Skunk Blog:

Educators can, under some circumstances:
1. Make copies of newspaper articles, TV shows, and other copyrighted works, and use them and keep them for educational use.
2. Create curriculum materials and scholarship with copyrighted materials embedded.
3. Share, sell and distribute curriculum materials with copyrighted materials embedded.

Learners can, under some circumstances:
4. Use copyrighted works in creating new material.
5. Distribute their works digitally if they meet the transformativeness standard.

This does not give free license to use everything with disregard to the owner of the material. I have spent considerable time discussing with students the purpose they have for using a certain material. It needs to be used to not only create something new but be transformative (a change in the form, nature, or function of the original material.) Students need to identify the purpose for this and we discuss if something else would be better suited and the message they are trying to convey in their work. We also spend considerable time discussing design.

Students are also taught and graded on choosing pictures from appropriate sources such as Creative Commons, attributing the pictures correctly, as well as using information from the Internet and linking to the original work.

Share your BIG ideas!

Add your thoughts to the growing number of 140-character ideas for change in Education in the US. David Warlick has created this site to take ideas and pass them along to Obama's new administration. Be part of the process. the first phase is now. Go to the site to read about this brilliant idea!




Tags: David Warlick, Barack Obama, education

Inquiry reflection #3 (as part of CFF class)

What I am thinking:

I love this quote from the class:

I am not recommending that teachers come to class unprepared, but we should at least
occasionally tackle problems or ideas that we have not worked out beforehand. In doing so, we model thinking and demonstrate both the obstacles that we encounter and our successes.

In my district I would be considered unprepared. My classes would be considered unfocused. I am thinking those are good things!

In answer to classroom management strategies for inquiry learning, I foresee several challenges. First is mixed abilities within a class. In a perfect setting, students ill be of mixed age more than they are already (though students from grade 9 or 10 may be in a particular class, they may not mentally be in the same place.) Though it appears 43 minutes of time seems appropriate according to the materials presented, it is much better in a block scheduling environment where more in depth and uninterrupted questioning and analysis can be performed. Additionally, my students would love to design the learning environment. Much of the class area is not conducive to what we try to do.

Many think that sharing control means your authority will be overrun. That is not so. Students are more engaged and take ownership in the process of being part of the decision making (though I am not doing complete inquiry yet.) I think the greater problem is changing the culture where students accept more authority versus being passive and undermining.

In the Phyla/class work we are doing, students are finding information about characteristics of animals. We are basically asking how living things achieve the life processes. Students search information and we ask questions, discuss what it means. they are not just finding the answer but working to provide explanations and connections to those who will view it. This takes time and practice and is monitored through use of a journal/outline. Checkpoints are a grade and recommendations are made, and questions are asked. Any assistance in learning and practice is helpful to those using inquiry or project based learning.

Any member of the workforce may need to learn some information but they will definitely have to use or apply the information, problem solve, and cooperatively combine ideas and efforts.

Here is where a Community of Practice is vital for these ideas to work. Currently this class is a community of learning. Unless we can share best practices, ask questions of each others work, problem solve, show risk taking, and communicate results, we miss the fact that the same ways students learn is the same way that the teachers need to learn. In other words, our jobs should utilize 21st century skills.

Inquiry reflection #2 (as part of CFF class)

Reflection:
What I am curious about:
My curiosities range from aspects of health and diet to environmental issues, and different ways to do just about anything including using multimedia tools in class.

How do you model inquisitiveness?
I model inquisitiveness by asking questions out loud and even theorize possible solutions or searching for the answers. Students think it odd, but it is important for them to hear the process. I also discuss what has gone wrong with a lesson (example: my monocot/dicot assignment that just did not work right.)

How do you incorporate student questions?
I use KWL charts or initial student questions to help drive instruction. When students are questioning, it is important that they be guided through the use of additional questioning. I used student questioning recently in providing a demo of yeast. Students created low and medium level questioning to help them understand the experiment and the characteristics of life being demonstrated by the yeast.

How is this mirrored in the real world?
Professionals are continuously using inquiry to determine new ways or strategies to solve a problem (new surgical techniques, variations in a law, use of building materials, etc.) This is not a static process, but one that requires questioning, research, discussion, testing, etc. It models real world when information and opinions are researched and shared between collaborating professionals.

How can I deepen learning?
This has been a process. Though I have been consistent in using technology the last few years, my plan for a class to learn the structure and function of organisms in a particular phyla or class will increase participatory use. Students are assigned a group of organisms. Through asking questions, working collaboratively, receiving guiding questions, the students will first determine the phyla or class of the organisms as well as determining background information. Students will then search for information needed, critically think through the importance and relevance, but will need to ask what is important and how best can I present the information using a podcast format. Podcasts will be displayed on the wiki. Students later will design their own animal using Scratch and will have to determine what they want the organism to do and how they will portray it. Students will use another's organism and will classify it using information from the created podcasts.